1. Myers for AP Unit 6 Learning

2. What is Learning? How would you define learning? Hilgard and Bower definition of learning: Learning refers to the relatively permanent change in a person’s behavior to a given situation brought about by his [or her] repeated experiences in that situation, provided that the behavior change cannot be explained on the basis of native response tendencies, maturation, or temporary states of the person or other animal (e.g., fatigue, drugs, etc.).

3. Key Terms Learning pg. 215 Habituation pg. 216 Associative learning pg 216 Classical conditioning pg. 218 Behaviorism pg. 218 Neutral stimulus Unconditioned response (UR) pg.219 Unconditioned stimulus (US) pg. 219 Conditioned response (CR) pg.219 Conditioned stimulus (CS) pg. 219 Acquisition pg. 220 Higher-order conditioning pg. 220 Extinction pg. 221 Spontaneous recovery pg. 221 Generalization pg.222 Discrimination pg.222 Learned helplessness pg. 223 Respondent behavior pg. 228 Operant conditioning pg. 228 Operant behavior pg. 228

4. Law of effect pg. 229 Operant chamber pg.229 Shaping pg. 229 Discriminative stimulus pg. 230 Reinforcer pg.230 Positive reinforcement pg. 231 Negative reinforcement pg. 231 Primary reinforce pg231 Conditioned reinforce pg.231 Continuous reinforcement pg.232 Partial reinforcement pg.232 Fixed-ratio schedule pg.232 Variable-ratio schedule pg. 233 Fixed-interval schedule pg. 233 Variable-interval schedule pg.233 Punishment pg.234 Cognitive map pg.235 Latent learning pg.235 Insight pg.235 Intrinsic motivation pg.236 Extrinsic motivation pg.236 Biofeedback pg.241 Observational learning pg.242 Modeling pg.242 Mirror neurons pg.243 Prosocial behavior pg.246

5. Key People Little Albert Albert Bandura Edward Deci John Garcia Ivan Pavlov Rosalie Rayner Robert Rescorla Giacomo Rizzolatti Richard Ryan Martin Seligman B.F. Skinner Edward L. Thorndike Edward Chase Tolman Allan Wagner John Watson

6. Goals for Today Identify and Evaluate your learning styles Distinguish general principles of classical conditioning Describe basic classical conditioning phenomena Homework- Read pgs. 218-227 on Classical Conditioning and Pavlov’s legacy

7. KWL- Fill out the sheet What do you already know about learning? ◦Why do you learn the way you do?  Where did that come from? ◦Why do people learn differently? What do you wonder or want to know about learning? What have you learned so far that stands out to you that can relate to learning?

8. What is Learning? How would you define learning? Hilgard and Bower definition of learning: Learning refers to the relatively permanent change in a person’s behavior to a given situation brought about by his [or her] repeated experiences in that situation, provided that the behavior change cannot be explained on the basis of native response tendencies, maturation, or temporary states of the person or other animal (e.g., fatigue, drugs, etc.).

9. Do Now: Listen to the sounds and write down how it makes you feel. http://www.youtube.com/watch?v=Z DcrMScGaj8 http://www.youtube.com/watch?v=Z DcrMScGaj8 http://www.youtube.com/watch?v=yr EvK-tv5OI http://www.youtube.com/watch?v=yr EvK-tv5OI http://www.youtube.com/watch?v=7 acI5z9vyok http://www.youtube.com/watch?v=7 acI5z9vyok Discuss. Why would we feel like that? Where did we learn these feelings?

10. How do you learn? Take some time quietly on your own to take the Learning Style Survey in your workbook

11. Different Types of Learning Classical Conditioning- learn by association of stimuli Operant Conditioning- learn through reinforcement or learning based on the association of consequences with one’s behavior. Social Learning -learn by observing & imitating others. Cognitive Learning -learn through mental processes.

12. Association We learn by association ◦Our minds naturally connect events that occur in sequence ◦Aristotle 2000 years ago ◦John Locke and David Hume 200 yrs ago Associative Learning ◦learning that two events occur together  two stimuli  a response and its consequences

13. Learning to associate two events Event 1 Event 2 Sea snail associates splash with a tail shock Seal learns to expect a snack for its showy antics

14. Classical or Pavlovian Conditioning We learn to associate two stimuli Two related events: Lightning Stimulus 1 Thunder Stimulus 2 Result after repetition We see lightning Stimulus We wince anticipating thunder Response

15. Classical Conditioning Basics

16. Classical Conditioning Scenario: Pavlov’s dogs Unconditioned Stimulus (US) = food in mouth Unconditioned Response (UR) = salivation Neutral Stimulus (NS) = Tone (bell) NS + US = UR Conditioned Stimulus (CS) = Conditioned Response (CR)

17. The Classic Pavlov Example

18. Conditioning Defined Classical Conditioning- type of learning when you learn to link 2 or more stimuli and anticipate events UR- natural response to the US US- Stimulus naturally and automatically triggers a response CR- learned response to the CS CS- an irrelevant (unnatural) stimulus that, after associating with US comes to trigger a CR NS- stimulus which initially produces no specific response other than focusing attention

19. CC Examples? What classical conditioning scenarios can you think of? Worth Video: Classical Conditioning If the aroma of a cake baking gets your mouth watering, what is the US, the CS, The CR? If the cat comes running when she hears a can opener, what is the US, the CS, the CR? Are you classically conditioned by your phone? Other items?

20. Let’s Experiment Classical Conditioning Experiment ◦With a partner (partner only) get in a space where there is little distraction ◦Choose an experimenter and the subject  Experimenter will also be recorder ◦Go through each task in your workbook experiment What happened each time? How was this an example of CC? What was the… ◦US? ◦UR? ◦CR? ◦CS?

21. Operant Conditioning Distinguish general principles of Operant Conditioning Predict Effects of Operant Conditioning HOMEWORK- READ PGS. 228-242 BY WEDNESDAY ◦READING QUIZ ON OPERANT AND CLASSICAL CONDITIONING WEDNESDAY!

22. Learned Helplessness The hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events. Learned helpless is usually only talked about in terms of learning. How does it apply socially? ◦Dating ◦Compromising your morals once ◦Girls have cultural pressure to be quiet and not to be angry ◦Becoming victimized and failing to stand up ◦Tendency to close down and not try new approaches when we fail.

23. Operant Conditioning We learn to associate a response and its consequence Response Response: Pushing vending machine button Stimulus Consequence:Receiving a candy bar

24. Operant Conditioning

25. ◦type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment Law of Effect ◦Thorndike ’ s principle that behaviors followed by favorable consequences become more likely

26. Law of Effect  Edward Thorndike’s principle that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely.  Thorndike believed that learning is governed by the law of effect. Instrumental learning -responses are strengthened when they are instrumental in producing rewards.

27. Show Operant Conditioning Video Show Learning video

28. Boo-Hiss! We need three volunteers! Thank you!!! Please wait outside! We need three separate behaviors for our three participants to do Cheers Boos Cheers and Boos Discussion: ◦What did we do? ◦Which approach worked best? What are the benefits? ◦What if we had used punishment?

29. Reinforcement & Punishment

30. Reinforcement vs. Punishment

31. Operant Conditioning Primary reinforcers – unlearned Secondary reinforcers – learned and associated with primary Know reinforcement schedules: ◦Fixed-ratio ◦Variable-ratio ◦Fixed-interval ◦Variable-interval ◦Hint: Intervals involve time; ratios involve behavior What are some examples of each?

32. Operant Conditioning Scenarios In your Workbook and with a partner complete the Operant Conditioning Scenarios

33. Schedules of Reinforcement Continuous Reinforcement ◦reinforcing the desired response each time it occurs ◦learning occurs rapidly ◦extinction occurs rapidly Partial Reinforcement ◦reinforcing a response only part of the time ◦results in slower acquisition (when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response.) ◦greater resistance to extinction (The diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced.)

34. Schedules of Reinforcement Fixed Ratio (FR)- Behavior ◦schedule that reinforces a response only after a specified number of responses ◦the faster you respond, the more rewards you get ◦different ratios ◦very high rate of responding ◦like piecework pay

35. Schedules of Reinforcement Variable Ratio (VR) ◦schedule that reinforces a response after an unpredictable number of responses ◦like gambling, fishing ◦very hard to extinguish because of unpredictability

36. Schedules of Reinforcement Fixed Interval (FI)- Time ◦a schedule that reinforces a response only after a specified time has elapsed ◦response occurs more frequently as the anticipated time for reward draws near

37. Schedules of Reinforcement Variable Interval (VI) ◦schedule that reinforces a response at unpredictable time intervals ◦produces slow steady responding ◦like pop quiz

38. Schedules of Reinforcement Variable Interval Number of responses 1000 750 500 250 0 10203040506070 Time (minutes) Fixed Ratio Variable Ratio Fixed Interval Steady responding Rapid responding near time for reinforcement 80

39. IMPORTANT!!! Today’s plans ◦Classical Vs. Operant Conditioning ◦Conditioning and Racism  Please be authentic, sensitive, and be prepared to maybe feel discomfort Homework ◦Read pgs. 242- 249 ◦By day of final complete:  Operant Conditioning Worksheet  Article- How do we learn?  Psych Sims

40. Classical vs. Operant Conditioning http://www.youtube.com/watch?v =H6LEcM0E0io http://www.youtube.com/watch?v =H6LEcM0E0io http://www.youtube.com/user/Pru dential?v=sT7fbayfNBU http://www.youtube.com/user/Pru dential?v=sT7fbayfNBU Is the second video an example of Operant or Classical conditioning? Can you think of examples like this in your own childhood? In your life now?

41. For Review: p. 241 in book

42. Conditioning and Racism On your OWN for 5 minutes write about this question: “How could classical or operant conditioning explain racist behavior?” Be ready to discuss

43. Conditioning and Racism Do you think this type of conditioning happens? ◦What examples can you think of? UCS- UCR CS+ UCS- UCR CS- CR violence- fear race+ violence - fear race- fear Could this model happen through the media? How? Does it happen on the evening news?

44. Conditioning and Racism How can we make racism “extinct”? You would need to present the CS without the UCS, Which means YOU should expose yourself to members of ANOTHER ETHNICITY and their culture to rid yourself of racist conditioning. What about the importance of multi-cultural education, and how this same model can apply to sexism, heterosexism, classism, ageism, etc.?? Ted Talk- how to overcome our biases http://www.ted.com/talks/verna_myers_how_to_overcome_our_biases_walk_boldly_toward_them#t- 1100584

45. Conditioning Thoughts After watching, what are your thoughts? ◦ be real, be honest, and be authentic Do not put your names on the card

46. Does this Conditioning stuff really work? Behavior Modification Project ◦Make some changes to the assignment  Sherwood’s mess ups  ◦Complete the questions ◦Establish a plan DUE BY February 27 th ◦Plan on only 2 days of lab time to work on this project ◦It should be done mostly outside of class

47. Delayed Gratification Do now: ◦What types of real-world rewards occur on a delayed schedule? ◦Does the media encourage people to delay gratification? Why or why not? ◦Grades: Do you get a grade for every assignment you turn in in every class? If not, how do you feel if a teacher doesn’t grade everything? ◦Handout 6-4 ◦Discussion

48. Behaviorism John B. Watson ◦viewed psychology as objective science  generally agreed-upon consensus today ◦recommended study of behavior without reference to unobservable mental processes  not universally accepted by all schools of thought today

49. Little Albert http://www.youtube.com/watch?v=9hBfnX ACsOI http://www.youtube.com/watch?v=9hBfnX ACsOI

50. Little Albert ’ s Fear Conditioning UCS (loud noise) UCR (fear) CS (rat) CS (rat) CR (fear) UCS (loud noise) UCR (fear) Stimulus similar to rat (such as rabbit) Conditioned fear (generalization)

51. Observational Learning ◦learning by observing and imitating the behavior of others Modeling ◦process of observing and imitating behavior Prosocial Behavior ◦positive, constructive, helpful behavior ◦opposite of antisocial behavior

52. Observational Learning  Mirror Neurons  frontal lobe neurons that fire when performing certain actions or when observing another doing so  may enable imitation, language learning, and empathy

53. Bandura’s Experiments Bandura’s bobo doll experiment

54. Bandura’s Experiments

55. Applications of Observational Learning Prosocial vs Antisocial Effects Prosocial effects: positive, constructive, helpful behavior. The opposite of antisocial behavior. Prosocial effects Antisocial effects

56. Applications of Observational Learning Prosocial vs Antisocial Effects

57. Biopsychosocial Influences on Learning

58. Gotta knows… What is a cognitive map? What is insight learning? What are some of the dangers of extrinsic motivation? How do biological predispositions affect both C & O Conditioning? What is instinctive drift?

59. Oddly Interesting Los Horcones (www.loshorcones.org)www.loshorcones.org Twin Oaks (www.twinoaks.org)www.twinoaks.org How is superstitious behavior conditioned?

60. Monkey See, Monkey Do Know: ◦Observational learning (Bandura video) ◦Modeling ◦Mirror neurons (Rizzolatti) (video) ◦Role models? Who are yours? ◦Children learn what they live ◦Do as I say, not as I do??? (video) ◦Violence-viewing effect (video games)

61. Does this Conditioning stuff really work? Behavior Modification Project ◦Make some changes to the assignment  Sherwood’s mess ups  ◦Complete the questions ◦Establish a plan DUE BY February 27 th ◦Plan on only 2 days of lab time to work on this project ◦It should be done mostly outside of class